I found this article while doing some research and playing around on the internet. We are currently studying these theories so it seemed like a good idea to check out what this article has to say.
The whole gist of this article boils down to the the idea that technology-based constructivism can be used in various English class programs (ESL, EFL,ESOL, etc.) as a means to make the learning richer and more effective. According to the article, instruction traditionally focused on the areas of grammar, structure, syntax, spelling - the structures of language. I can say from my own experience that I cannot learn language very well by just learning the rules - I have to learn the rules implicitly as I go along. However we do know that teachers can help students process language and use forms of active communication to help learn language in an authentic way. The authors propose that communication should no longer be regarded as the only goal, it should be regarded more as a tool to learn and not a goal.
The author briefly describes constructivism and how it is about trying to make sense of experiences, contexts when learning, that this process is continuous. The author argues that the integration of technology tends to change the focus from teacher centered classrooms to student focused places of learning. While some articles tend to just go with theory, this one actually gives examples of how Edmodo, Blogs, Jing, Padlet, Socrative, and digital media might be used to help student build knowledge, find the contexts of the language, and engage in meaningful activities - using technology to accomplish this.
I think this article is very balanced and very reasonable. The first sentence discusses how technology is not a cure-all, but technology can help students learn. Technology tends to make the students more active learners, setting their own pace, and finding their own path to meaning. The article is about the right length with a well-thought out introduction and plenty of actual examples of how to use technology in a constructivist classroom. It doesn't dazzle me with lots of statistics, but does provide some real-life examples of their proposal in action.
Now, what would I change? There were lots of bullet points and lists. I found myself skimming over the lists after the first two or three. I wonder if a table or something would have made it easier to read. However, that was really my only concern - this is unusual for me because I am usually pretty picky.
Kaya, H, (2015), Blending technology with constructivism: Implications for an ELT classroom. Teaching English with Technology, 15(1), 3-13